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A district philosophy for a culture that ensures high student performance through Rigor, Active Student Engagement and P

Creating an Optimal Learning Environment. 2. Participate activelyStart and end on timeCell phones ? turned off / vibrateBreaks (Also, take care of personal needs (restroom, food, beverages, stretching) Show respect (Critique ideas, not individuals)Laugh! Have Fun! Learn!?Ask 3 Before Me"?Pa

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A district philosophy for a culture that ensures high student performance through Rigor, Active Student Engagement and P

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    1. 1 A district philosophy for a culture that ensures high student performance through Rigor, Active Student Engagement and Power Standards

    2. Creating an Optimal Learning Environment 2 Participate actively Start and end on time Cell phones – turned off / vibrate Breaks (Also, take care of personal needs (restroom, food, beverages, stretching) Show respect (Critique ideas, not individuals) Laugh! Have Fun! Learn! “Ask 3 Before Me” “Parking Lot” “Zero Noise Signal

    3. Zero Noise Signal 3 1. Complete your sentence. 2. Raise your hand. 3. Remain quiet. 4. Eyes on the speaker.

    4. GOAL 4 By informing all stakeholders about depth-of-knowledge and complexity By providing administrators and teachers information and best teaching practices for active student engagement By providing stakeholders an opportunity to examine the connection between rigor, student engagement and Sunshine State Standards tested on the FCAT (power standards) By providing teachers and administrators opportunities for focused classroom walk throughs Cultural implications: Language, artifacts, celebrations and belief system

    5. 5

    6. What it is NOT! 6 It is NOT a new program It is NOT a teacher/administrator evaluation process

    7. What it is for the entire district: 7 A belief system that promotes higher student achievement A data gathering process to determine professional development needs A “lens” for focused classroom visits A process to develop a common vocabulary for rigor and student engagement This will promote a district wide culture of high student performance

    8. 8

    9. The Alignment Issue: What is rigor? 9 No Child Left Behind calls for an alignment between state curriculum and state assessments regarding degree of emphasis and rigor. Teachers and administrators need to see alignment as two dimensional: content and cognitive level (rigor). To ensure quality student performance, classroom assessments and assignments must recognize and report on the same level of rigor as that incorporated into state assessments.

    10. 10 In 1996 Secretary of Education Richard (Dick) Riley brought together all the major test developers in the country with the goal of raising expectations on assessments.

    11. Thoughts 11 What is the current level of use and knowledge about rigor/complexity ( Webb’s Depth of Knowledge) and the FCAT in our classrooms?

    12. Issues of Rigor 12 Ensure that teachers and administrators understand rigor and the difference between difficulty and complexity By using Bloom’s Taxonomy Norman Webb’s Depth-of-Knowledge (DOK) levels, and NAEP’s complexity levels By incorporating all levels into our classroom instruction, assignments and assessments we ensure high student achievement.

    13. What does this look like in the classroom? 13 Level One (Recall) Level Two (Skill/Concept) Level Three (Strategic Thinking) Level Four ( Extended Thinking)

    14. 14

    15. Thoughts 15 What does active student engagement vs. passive engagement look like in the classroom? 12 Definition excerpts from studies Schlecty Center – Theory of Engagement National Education Association (NEA) Teaching That Emphasizes Active Engagement

    16. 16

    17. Thought 17 Power Standards Rigorous coursework engages ALL students with content that is aligned to state standards. What is the alignment of classroom instruction to power standards here in Putnam County?

    18. FCAT Reading 2008 Benchmark/Content Focus/Number of Points Possible 18 Power Standards

    19. Data Gathering Tool 19 Focus Walk Through Sheet

    20. Resources on Putnam County School District’s website at http://www.putnamschools.org/REPS/REPS.html 20 Norman Webb’s Depth of Knowledge – Rigor Active Student Engagement FCAT – Power Standards

    21. GOAL 21 To have all stakeholders (teachers, administrators, instructional coaches, students, parents, and others) understand rigor and active student engagement to increase high student performance.

    22. 22 District philosophy for a culture that ensures high student performance: Rigor, Active Student Engagement And Power Standards

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